Religiosity and identity interference among graduate students in the sciences

Prone to wellness? Dispositional awe, religion/spirituality, and well-being among academic scientists

Recent scholarship has identified a growing mental health crisis among scientists and those in academia more generally. This study draws from nationally representative survey data collected from physicists and biologists working in four countries-the United Kingdom, the United States, India, and Italy (N = 3442)-and examines how religion/spirituality relates to their physical and mental well-being during the COVID-19 pandemic and the potential mediating role of dispositional awe, which involves transcendent experience. In the current age, science and religion are generally perceived to be in conflict, but recent evidence suggests they might be more complementary than was previously thought, especially in that they both evoke aesthetic experiences. Results from our regression and mediation analyses suggest that academic scientists who rated religion/spirituality as "very important" in their lives had higher overall flourishing scores, lower psychological distress, and were less likely to report that their mental and physical health had worsened during the COVID-19 pandemic. The findings present a strong and consistent case for the explanatory role of a sense of awe in these associations. Taken together, our research invites academic and scientific institutions to recognize and value the personal and spiritual dimensions that scientists may bring to their work.

Christian Student Experiences During Peer Interactions in Undergraduate Biology Courses

The tension between religion and science as a long-standing barrier to science education has led researchers to explore ways of improving the experiences of Christian students in biology who can experience their Christianity as stigmatized in academic biology environments. As undergraduate science classes become student-centered, interactions among students increase, and Christians may feel a need to conceal their religious identities during peer discussions. In this interview study, we used the social psychology framework of concealable stigmatized identities to explore 30 Christian students' experiences during peer interactions in undergraduate biology courses to find potential ways to improve those experiences. We found that students felt their religious identity was salient during peer interactions in biology, and students thought revealing their religious identity to peers in their biology courses could be beneficial, yet few actually did so. Additionally, though most students anticipated stigma, comparatively few had experienced stigma from other students in their biology courses, despite the prior documented cultural stigma against Christians in biology. These results indicate a need for future studies exploring the impact of learning environments in which students are given the opportunity to share their religious identities with one another, which could reduce their anticipated and perceived stigma.

Christianity-science compatibility beliefs increase nonreligious individuals' perceptions of Christians' intelligence and scientific ability

Nonreligious individuals stereotype Christians as unscientific and see Christianity and science as conflicting. The present studies examined how perceptions of incompatibility between Christianity and science influence nonreligious individuals' stereotypes of Christians in science in the US context. We measured (Study 1) and manipulated (Study 2) participants' beliefs about the compatibility or incompatibility of Christianity and science. In Study 1 (N = 365), nonreligious participants (n = 214), more so than Christian participants (n = 151), perceived Christianity and science as incompatible, which in turn predicted perceptions of Christians as less intelligent and less scientifically able. In Study 2 (N = 799; 520 Christians, 279 nonreligious), manipulating perceived Christianity-science compatibility reduced negative perceptions of Christians' scientific ability and general intellect among nonreligious participants. Implications for mitigating negative stereotypes of Christians in science, increasing Christians' representation in scientific fields, and improving relations between Christians and nonreligious groups are discussed.